Improving English language teaching through lesson study: Case study of teacher learning in a Singapore primary school grade level team

Abstract

Purpose

The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge.

Design/methodology/approach

An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action.

Findings

The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their building a common inquiry stance into the problem of student learning in reading and writing, moving away from a lesson-based view to embracing a curriculum-based deliberation, and challenging their shared assumptions and enabling their learning to adopt the students’ lens in improving the research lesson.

Originality/value

This study provides an illustrative case on how teachers’ talk about work practices in lesson study mediated teacher learning in a group context. The study established the importance of an interconnected view of teacher interaction in lesson study that factored in the consideration of the influences at the teachers’ level and at the school’s level that enabled and/ or impeded a broader consideration of practice and richer conditions for the mentoring of novice teachers in the team.

Citation

Goh, R. and Fang, Y. (2017), "Improving English language teaching through lesson study: Case study of teacher learning in a Singapore primary school grade level team", International Journal for Lesson and Learning Studies, Vol. 6 No. 2, pp. 135-150. https://doi.org/10.1108/IJLLS-11-2015-0037